STUDENT POPULATION Clause Samples

STUDENT POPULATION. The grade levels served and maximum authorized enrollment by grade band and school year is: Grades K - 8 School Year Enrollment by grade band Total enrollment K I 1-6 7-8 I 9-12 SY2017 60 360 120 l 0 540 9. Governing board: a. Number of board members: 5 - 9 inclusive b. Selection and removal of board members: appointed by majority vote of current directors; removed by 2/3 vote of current directors c. Terms of Office: 3 years; no more than 2 terms in succession d. Meetings: Typically monthly, at least 10 times per year

STUDENT POPULATION. The grade levels served and the maximum authorized enrollment for each school year is: a. Grades Served: _K up to grade _8 b. Maximum Authorized Enrollment: 675

STUDENT POPULATION. Describe the characteristics or special learning circumstances of the class(es). (1b, 1c) context of the class.

STUDENT POPULATION. ▇▇▇▇▇▇▇▇ School District has approximately 2,000 students. At full capacity RISE can accommodate 400-450 total students. The table below shows the demographic makeup of ▇▇▇▇▇▇▇▇ School District. The board of RISE plans to recruit a demographic of students who reflect the makeup of the district with an expectation of matching it within 5%. Latino or Hispanic White Low Income English Language Learners Students with Disabilities Percent of Student Population 14% 84% 34% 4% 7% ▇▇▇▇▇▇▇▇ School District’s student enrollment has been growing at an average of about 4% over the last 4 years. Current and projected enrollment for each school is shown below. Projected enrollment based on 2% growth in the district is shown in Appendix F7. Grade 2020-21 KSD Enrollment 2021-22 KSD Enrollment 2021-22 RISE Enrollment 2022-23 KSD Enrollment 2023-23 RISE Enrollment 2023-24 KSD Enrollment 2023-24 RISE Enrollment 4 135 150/125 25\50 127/102 25/50 130/105 25/50 5 157 137/112 25/50 152/127 25/50 129/104 25/50 6 146 157/132 25/50 140/115 25/50 155/130 25/50 7 171 144/119 25/50 160/135 25/50 142/117 25/50 8 153 169/144 25/50 147/122 25/50 162/137 25/50 9 157 171 172/147 25/50 150/125 25/50 10 141 160 174 175/150 25/50 11 132 158 163 152/127 25/50 12 124 151 160 141/116 25/50 Total 1204 1397/1272 125/250 1395/1245 150/300 1336/1111 225/450 *Enrollment numbers based on minimum/maximum capacity of RISE Charter School. 2020-21 KSD numbers differ from the projected numbers in Appendix F7 due to Covid-19. It is anticipated that numbers will return closer to projections in the following years. RISE Charter School plans to open in the fall of 2021 with grades 4-8. The second-year grade 9 will be added. By the third year we will have a better understanding of the community interest in the school and capacity of staff. We plan to add at a minimum grade 10 with the option of adding grades 10-12 all at once if the demand exists. We plan to open with a minimum of 25 students per grade level in year one. This should allow us to be financially viable during the startup year. RISE has decided on a minimum opening target of 25 students per grade level with a maximum capacity of 50 per grade level. Our budget indicates we plan on staffing 7 total teachers the first year. Our intention is to apply for the Federal Charter School Expansion grant that could be used to fund additional staff if needed. Class sizes with only 1 teacher per grade level or content area would be 25. The total student body a f...

STUDENT POPULATION. In order to understand ▇▇▇’s projected target population, the school’s proposed governing board has examined student ethnicity demographics as well as academic achievement data from all Kindergarten-8th Grade public schools within a 5-mile radius of DAI’s proposed facility 33 Idaho Public Charter School Commission. About the PCSC: Mission Statement. URL: ▇▇▇▇▇://▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇▇▇.▇▇▇/about-the-pcsc/; last accessed June 2019.

STUDENT POPULATION. It is anticipated Gem Prep will mirror the student demographic population of the school district. Focused recruitment strategies will enabled GP’s student demographic population to roughly reflect the school district’s percentage of non-white, English Language Learner, economically disadvantaged (low income), and special education. Gem Prep schools attempt to mirror the population demographics of the community, and have historically served the same demographics as their surrounding district. Gem Prep’s instructional model includes challenging each student at their comprehension level. One way Gem Prep does this is by placing students in the grade level of their comprehension, not necessarily in the grade level of their birth year. While this practice keeps students academically challenged, changing a student’s grade level placement also creates challenges to keep within the grade level cap, which is the reason a schoolwide cap is necessary as opposed to a grade-level cap. Gem Prep enrollment is capped at 676 students in grades K-12. The table below contains the grade- by-grade plan to grow to 574 students over five years. While the Board has a grade-by-grade plan that targets 574 students, the Board requests a single K-12 enrollment capacity of approximately 676. This approach allows the Board to adjust grade-level student numbers, within the 676 student cap, in order to assure availability for all current students who wish to re-enroll, in order to place students in the grade level of their comprehension, and in response to market needs. For the purpose of the lottery, no less than three months prior to GP’s application deadline, the Board of Directors will establish the annual school-wide enrollment capacity not to exceed 676 students and an annual enrollment capacity for each grade level. Grades Yr. 1 Yr. 2 Yr.3 Yr. 4 Yr. 5 K 52 52 52 52 52 1 52 52 52 52 52 2 52 52 52 52 52 3 52 52 52 52 52 4 52 52 52 52 52 5 52 52 52 52 52 6 52 52 52 52 7 45 45 45 45 8 45 45 45 45 9 30 30 30 10 30 30 30 11 30 30 12 30 Total 312 454 514 544 574 GP recognizes the demand in the secondary level drops, which is why the growth plan above (which the financial plan is built upon) reduces down from 52 seats in 6th grade to 45 seats in grades 7-8, and then again to 30 seats in grades 9-12.

STUDENT POPULATION. A student may become pregnant at any time during middle school or high school or may become pregnant after dropping out. Some pregnant and parenting students are on-track for a four year high school graduation and fit neatly into grade levels. However, many pregnant and parenting students are credit deficient, ranging from 1-2 credits behind to several years behind. Enrollment projections by grade level are difficult, if not impossible to ascertain. It is crucial that Cardinal Academy be able to meet students where they are, literally, both in regard to life-timing and academic planning. When a student comes to register at a designated pregnant and parenting program, she or he is frequently in crisis. Life has been turned upside down. Cardinal Academy is a safe place to land; a place free of stigma and rejection. It is essential we not turn the student away due to inflexible calendars. No matter the student’s academic credit standing, we will meet with her/him to create a clear plan for success. Cardinal Academy will operate with block scheduling which allows for more credits to be earned throughout the school year (16 vs 12-14) and students will have the opportunity to earn additional credits over the summer, as well as trying out internships, job shadows, work experiences or other unique training opportunities. This will be a unique plan, based on the student’s previous schooling, Star test measurements in Math and English, and post- secondary goals.

STUDENT POPULATION. Student sojourners are one of the most examined social groups in the context of cross-cultural integration. (Uehara 1986; ▇▇▇▇▇▇, 2003; ▇▇▇▇▇▇▇▇▇▇, 2009; Presbitero, 2016). Scientific interest in examining student population has been growing and studied deeply. Brabant et al. (1990) claim that since World War II, the number of international students doing university degree programs in the United States has significantly increased. Rohrlich & ▇▇▇▇▇▇ (1991) similarly state that the issue of international students matriculated at American university degree programs, and those enrolled in academic programs abroad became central. According to ▇▇▇▇▇ (1983) since 1980 (as cited in Rohrlich & ▇▇▇▇▇▇, 1991, p. 163) the number of U.S. undergraduates, who made such choice reached approximately 750, 000 per year. In 2000, the number of Cypriots enrolled in U.S. higher educational settings reached 515,000, which was nearly two and a half times more than in 1976 (▇▇▇▇▇▇▇▇ & ▇▇▇▇▇▇▇▇▇, 2006). Presbitero (2016) documented that in 2012, more than 400,000 foreign students visited Australia for the purpose of obtaining college/university degrees. Latest papers suggest that the number of the inbound and outbound international student population has gradually grown year by year. For example, ▇▇▇ & ▇▇▇ (2016) state that Chinese overseas students had an increase by 3, 58% in 2013 in contrast to 2012 and those returning home exceeded by 29, 53% compared with the year before. Given the steady growth towards the international student sojourn indicates the urgency of understanding foreign students' re-entry experiences. As a part of the international exchange program, Bolashak scholarship holders are likely the largest student sojourn population in the country. Over 25 years, about 12,000 specialists have been graduated from overseas university academic programs and many have already returned back to Kazakhstan. Their re-entry experiences and adjustment issues to the home country upon return are of great concern and need to be managed accordingly. Such a considerable number of returned graduates encourage examining their adjustment difficulties to the life at home upon return.

STUDENT POPULATION. OCAD University’s status as the only specialized art and design institution in the province, and the largest of four in Canada, enables us to attract a diverse and unique student population. The university is proud to attract diverse students and a high number of visual learners, and strives to meet individual needs through adapted teaching and support approaches. It is notable that: • Over seventy percent of students are from the Greater Toronto Area; • Forty percent of first-year students are over the age of 19; • Students are representatives from more than 40 countries, and many of Canada’s 13 jurisdictions; and • Nearly half of students reported studying elsewhere before arriving at OCAD University. Diversity is a core value of OCAD University in curriculum content, in institutional culture, in practices and in student population. With leadership from the Diversity and Equity Initiatives Office, plans to reach institutional equity goals are embedded within every department, all of which contribute to the overall goals of improving access and retention of under-represented students. The student recruitment staff works closely with community agencies to bring art- and design-related opportunities, such as workshops and exhibitions, to young people in priority neighbourhoods in the GTA. The international student population, which has grown by 90 percent in the last five years, is drawn from around the world and, combined with the rich cultural diversity of domestic students, creates a vibrant and dynamic cultural climate on the campus. OCAD University is a sector leader in promoting access for students with disabilities, conducting admissions presentations with ASL interpretation and ensuring that materials are available in alternate formats. The First Generation Program maintains a consistently high success rate, with more than 90 percent of participants reporting that services provided made them feel better prepared for academic success. OCAD University works closely with the OCAD Student Union to identify and address issues and holds regular Student Forums that engage students in problem-solving; additionally, design competitions address and solve challenges within the school as do student equity initiatives led by the Equity and Diversity office, including a new Student Equity Award. OCAD University has long supported the professional training of indigenous artists — leaders such as ▇▇▇ ▇▇▇▇, ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇, ▇▇▇▇▇▇▇▇ ▇▇▇▇▇ and ▇▇▇▇▇▇ ▇▇▇▇▇▇ have all ...